Valoración y barreras en la integración del e-portafolio en el proceso de práctica inicial por parte de docentes y estudiantes de Educación Superior

Abstract

Resumen: Fortalecer la formación del estudiante con herramientas que potencien competencias del siglo XXI, fue un desafío que se abordó con la integración paulatina del portafolio electrónico en el proceso de

Barriers in teacher perception about the use of technology for evaluation in Higher Education

“…Due to the nature of the innovation experience studied, this study focused on evaluating performance, beliefs regarding competencybased training as well as evaluation strategies, and specifically the value of feedback, which were shown to be predominant at the moment to adhere or not to the proposal of using the platform. This allows us to observe how some practices with ICT can be fostered by previous pedagogical concepts (Arancibia et al, 2017), and at the same time, how these beliefs intertwine with the kind of practice promoted by the adopted technology (Tondeur, Van Braak, Ertmer, & Ottenbreit-Leftwich, 2017).…”

“…Throughout the following years, this view has been reaffirmed, confirming that technology use does not ensure the transformation of pedagogical practices because the practice is a reflection of the teachers' beliefs (Area Moreira, 2006;Coll Salvador, C.;Rochera Villach, M. J.;Mayordomo Saiz, R. M.;Naranjo Llanos, 2008;Pablos Pons, Colás Bravo, & Villaciervos Moreno, 2010;Tondeur, Hermans, van Braak, & Valcke, 2008). Over time, greater possibilities of accessing technology have displaced the primary barriers and positioned the role of beliefs after the processes of adopting technology for pedagogical use (Admiraal et al, 2017;Arancibia, Halal, & Romero, 2017;Ertmer et al, 2012;Kim, Kim, Lee, Spector, & DeMeester, 2013;Liu, 2011).…”

Technical and Didactic Knowledge of the Moodle LMS in Higher Education. Beyond Functional Use

“…In this sense, several authors indicate the role of beliefs and attitudes that teachers have regarding technology as determining its degree of use, both from the technological and the pedagogical perspectives (Admiraal et al, 2017;Arancibia, Halal, & Romero, 2017). This use will be determined by the degree of acceptance of LMS technology, which will be influenced by the diversity of tools that it contains and the diversity of tasks carried out by teachers (Schoonenboom, 2014).…”

Evaluación de un e-portafolio de recursos pedagógicos para el desarrollo de competencias históricas. Estudio de caso

“…Asimismo, como sostienen Vega y Appelgren ( 2019), el e-portafolio permite obtener un panorama completo sobre el desarrollo académico del estudiantado en relación con las habilidades individuales, experiencias y resultados derivados de los procesos formativos. De igual forma, posibilita el establecimiento de una estrecha interacción entre el alumnado y el tutor, así como entre estudiantes y entre colegas, ya que puede promover diálogos enriquecedores, contribuir a la retroalimentación del autor del e-portafolio y crear un entorno de aprendizaje colaborativo (Díaz et al 2012;Moreno et al 2014;Arancibia et al 2017).…”